Resumen

CORREA, Nancy Nazareth Gatzke; PASSOS, Marinez Meneghello  y  ARRUDA, Sergio de Mello. Metacognition and relationships with knowledge. Ciência educ. [online]. 2018, vol.24, n.2, pp.517-534. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320180020016.

We present the results of an investigation that analyzed the metacognitive processes of learning Physics for High School students. Metacognition here is treated as relationships with knowledge. The data were collected through interviews and later submitted to Discursive Textual Analysis procedures. The students’ perceptions about their learning process were analyzed by means of three new metacognitive categories, called epistemic, personal and social. With this, it was possible to affirm that knowing, feeling and valuing are related to the metacognitive process and that the planning of actions focused on learning, its monitoring and evaluation is influenced by the emotions and reflections of the students which emerge from contact with others and with the world.

Palabras clave : Physics teaching; High school; Learning; Metacognition.

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